Syfte
Through analyses of historical developments, the article attempts to explain how different actors at different levels and in different ways contribute to social development resulting in Danish kindergarten children being presented with school and school discipline at increasingly younger ages.
Resultat
The author concludes that professional struggles and good intentions aimed at making the transition from kindergarten to school easier for children have driven the development in Danish kindergartens in the direction of children being institutionalised at increasingly younger ages. Ambitions of helping children to become capable citizens are also the basis for this development. In addition, development can be seen as a general solution to a non-general problem, as most children adapt to the transition from kindergarten to school without major problems. The author also points out that by solving a problem, new ones often arise and that it could have been more appropriate to solve the problems when they arise instead of attempting to tackle them before they occur. In addition, the author of the article points out that any problems in the transition from kindergarten to school can be solved by the school adapting to the child, not the other way around.
Design
The author of the article analyses various political, professional and academic documents from the 1970s to the present day in order to form a picture of what has driven the current development of discipline in Danish kindergartens.
Referenser
Stanek, A. H. (2020). “Forskydning af problematikker – om børns overgang fra børnehave til skole”. Psyche & Logos, 2020(41):39-56.